Implementation varied substantially across teacher trials, and business-as-usual revision was often already technology-rich¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Only six of 39 teacher trials returned process surveys; implementation varied (homework vs lesson time, training attendance), and control revision included other digital platforms. → Wayne Harrison 2026
Evidence¶
Wayne Harrison 2026¶
Wayne Harrison, Rahil Khowaja, Emma Dobson, Germaine Uwimpuhwe, and Steve Higgins. (2026). Evaluating AI Tutoring at the Speed of Innovation: Practitioner-Led Micro-Randomised Trials of an AI Tutoring Platform in GCSE Science. https://arxiv.org/abs/2609.14789 doi:10.48550/arxiv.2609.14789
q2 · i? · causal · r2
Indicative process-evaluation survey evidence from six teacher trials. Two teachers set Medly as directed homework and four used it during lesson time; business-as-usual revision included "Tassomai, Sparx Science, BBC Bitesize and printed revision materials", so the contrast was sometimes Medly versus an already technology-rich environment.
"Only six of the 39 teacher trials returned process-evaluation surveys. Within this small sample, implementation varied substantially."
Discussion¶
Related Claims¶
- Teacher time imposes no incremental cost for ASSISTments above business-as-usual instruction — related
- A possible mediating effect of teacher homework review practices was observed in the ASSISTments trial, but the planned mediation analysis failed to show an effect — related
- Allocation to Medly improved post-test GCSE science attainment relative to business-as-usual self-directed revision (Hedges' g = 0.33) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
medly-implementation-varied-technology-rich-control |
title |
Implementation varied substantially across teacher trials, and business-as-usual revision was often already technology-rich |
description |
Implementation varied substantially across teacher trials, and business-as-usual revision was often already technology-rich |
status |
review |
evidence_strength |
weak |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-10 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — wayne-harrison-2026 |
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